a Phonic Worksheets

for Special Needs (Set 1)

Daily Lesson Plan:
Warm-up: Recite the vowel sounds. This provides a safe start to the lesson as the child knows that s/he can do this easily.
Ask the child to read the words on the word list
Lesson: Suggested as follows, but please swap around as needed by your pupil:
Monday: Model sounding out the words on the board. Have child read the words. Rub off and dictate words for child to write in a
book. Ask child to sound out the words as written to check they are spelled correctly.
Tuesday:
Play ‘Make Sentences’. Do two.
Play ‘Word Hunt!’
Wednesday:
Ask the child to write/make with magnetic letters: has and glad.
Dictate 2 more sentences as per Tuesday.
Do the letter swapping activity.
Possibly Play Word hunt again.
Thursday:
Dictate 2 more sentences as per Tuesday.
Play the Knights to Castle game
Friday: Review
Choose 2 activities to do again.

For the child to know these five words so well that s/he does not need to sound them out (although the child
Lesson
should never be told off if s/he needs to do so). When the words are very well known this requirement will
Aims:
naturally drop away but until then it is the child’s security.
You need 5 counters. Reward for cooperation and effort during each activity. Start with a counter if the child says the vowels - whether
correctly or not. Reward another for being willing to read the words on the list - whether correct/or not/need to sound out/or not. Reward for
willingness to persevere when the going gets tough. Give a chance before not rewarding. Do not make it a punishment to not get a counter,
just refuse to give one. Do not reward for sulking/arguing. Do not take counters away - just do not give them.
Try to be generous and encourage to do right thing as much as possible. Praise genuine effort and success. Tell the child what he has done
well. Extra counters can be rewarded for above ordinary success/effort. Aim to give 5 every lesson if at all possible. Train the child to
appreciate the sense of having achieved and cooperated. Understand that this is hard work and painful for him/her – the incentive just helps
to ease the way and one day hopefully you can drop it.
 a
cat
man
sad
has
glad
cat man has
glad sad a
The the is
Is .
 Key skills: blending tracking word recognition comprehension
The man is sad.
The cat is sad.
The man has a cat.
Cut off the grid at the bottom of the page and give it to the child. Spread the /a/ family word cards on the table.
Read a sentence from the box, right, a word at a time, giving time for the child to find each word and lay it in The man is glad.
position. Then ask the child to read the completed sentence, pointing to each word as it is said. Ask the child to
The cat is glad.
tell something else about each sentence verbally. For example: The cat is sad. He has no fish. The man is glad.
He has caught a fish. Etc… Only do 2 a session. If the child shows signs of remembering any/all words, rather The sad man has a cat.
than needing to sound them out, praise him/her.
Read the words. Find a partner. Choose a colour pencil each. Take turns to spin the spinner, Each player should read the word you s/he
lands on, find the same word in the grid and cross it out with his/her colour. When all the words are crossed out, count how many words
you have each crossed out. The winner is the player with the most. If it is not you - play until it is! You can carry the game onto another day.

cat sad man has

glad cat has man sad cat
sad glad man cat glad has
has has cat glad man
Key skills: blending tracking word recognition
 Key skills: blending phonemic awareness auditory processing
Change a letter and make a new word. Cut out the letters below. Place them one by one in the empty space. Read the word you have
made. Alternative: place magnetic letters over the letters below and use them to place in the empty space each time.
Extension: Once the child is happily changing the letter and reading the new word, place the ‘c’ for cat in position. Then try pointing to
another letter and asking what word would it change into if they put the new letter in the space. This involves holding the sounds in the
memory. If the child cannot think, model it to him/her and then place the letter in positions and let the child sound it out to see if you
were correct. Try again with another sound. Persevere over a few days and see if you can make any progress, but move on if not.
 Help the knight get to the castle!
You will need two counters and the spinner below. Use a pencil with a paper clip to make the spinner. You can make your own.
Take it in turns to spin the spinner. Count forward that number of squares. Read the word you land on. Can you find another word the same
on the board? Were you the winner? If it is not you - play until it is! You can carry the game over to another day.

go sad cat has

cat has man glad
man glad sad has
stop has cat man
Do your neatest handwriting!

cat man sad has glad